A study examined the changing role and status of the elementary school teacher as projected in the teachers' guides that accompany reading textbooks. Twelve fifth-grade teachers' guides for each decade since 1920 were analyzed by scrutinizing every sixth chapter, story, or lesson for (1) physical characteristics, (2) testing components, (3) number of stories and poems, (4) instructional suggestions, (5) professional discussion on reading research and instruction, (6) professional and student bibliographies, (7) story summaries, (8) questions and answers, (9) lesson plans, (10) exercises, and (11) scope and sequence. Results showed that in most cases reading basals underwent major design changes every two or three decades, and that the typical lesson also changed greatly between 1920 and 1980. Lessons from early teachers' guides allowed teacher independence and discretion; but by the 1970s, the story was surrounded by numerous teaching suggestions and activities, extensive skill lessons with precise step-by step directions and activities, and specific learning plans. The relationship between instruction, learning, and testing appeared to be growing tighter, leaving little time for creative teaching or for encouraging extended reading. While the image of the teacher in the early guides is that of a professional, the contemporary image is that of an activity manager who is part of a complex technology of reading instruction. (Tables of data and 18 references are included). (NKA)